Foundations Practice

Which of the following ways is the best way for a teacher to assess students' phonological awareness?

• Saying the word "lamp" and asking students to come up with rhyming words.

• Asking students to identify the letter at the beginning of the word desk.

• Distributing letter cards "b," "a," and "t" and asking students to order the letters to create a word.

• Displaying the written word "cat" and asking students to sound it out as they tap each letter.

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

A first grade teacher engages students in phonemic awareness activities. Students have worked on segmenting and blending words and are now ready to work on phoneme deletion. Which of the following activities best incorporates the target concept.

• Asking students to guess which classmate's name will be said by enunciating the first phoneme only and repeating several times.

• Directing students to look at picture cards and telling them to identify one word in a series of four containing a different vowel sound.

• Presenting students with a colored tile that represents one phoneme and adding a different colored tile representing a new sound.

• Showing students a word made of three different colored tiles containing three phonemes and removing one colored tile to create a new word.

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

A student who is beginning to recognize rhyming words is at which level of phonological/phonemic awareness?

• Early Phonological Awareness

• Basic Phonemic Awareness

• Advanced Phonemic Awareness

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

Which of the following tasks is phoneme segmentation?

• Say meat. Say it again without the /m/.

• /b/ /a/ /th/. What's the word?

• Which word rhymes with 'ball?

• Say meat. What are the sounds in meat?

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3A

Which of the following is phoneme isolation?

• "Say meat. What is the first sound you hear in meat?"

• "Say meat. What are the sounds in meat?"

• /m/ /ee/ /t/. What is the word?'

• "Say meat. Now say the word again, but don't say /t/."

Tags

CCSS.RF.1.2A

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.K.2D

Research showed that phonemic awareness predicts future reading problems in kindergarten and beginning first graders better than other phonological tasks.

• True

• False

Which of the following teacher prompts will best assess a first grade student's phonemic awareness?

• Say to the student, "Sound out the separate sounds in the word bat."

• Ask the student, "Which letter begins the word bat?"

• Point to the word "bat" in a book. Ask the student, "Can you sound out this word?"

• Give the student "b," "a," and "t" letter cards. Say "Make a word with these cards."

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

A teacher sets up an intervention lesson for a student struggling with spelling. The teacher places three colored counters in front of the student and has the student point out where the /f/ is in the word fog. The student responds by pointing to the first colored counter. This activity primarily focuses on the student's understanding of which of the following?

• phonological awareness

• phonemic awareness

• phoneme segmentation

• phoneme blending

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3D

Which of the following is phoneme blending?

• "Say meat. What is the first sound you hear in meat?"

• "Say meat. What are the sounds in meat?"

• /m/ /ee/ /t/. What is the word?'

• "Say meat. Now say the word again, but don't say /t/."

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3A

Teachers should focus students' attention on speech sounds before focusing on letters.

• True

• False

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3D